Eerste bevindingen International Civics and Citizenship Education Study

Nederland heeft deelgenomen aan de International Civics and Citizenship Education Study (ICCS), een internationaal vergelijkend onderzoek naar burgerschapscompetenties van leerlingen in de onderbouw van het voortgezet onderwijs. Het doel van deze studie is om burgerschapscompetenties van leerlingen in verschillende landen in kaart te brengen, en na te gaan waardoor mogelijke verschillen tussen scholen en landen veroorzaakt kunnen worden

Social investment risks? An explorative analysis of new social risks in the social investment state

Individual responsibilities and individual capabilities are becoming increasingly important in public policies of European welfare states. Therefore, it is said that European welfare states are developing in the direction of social investment states. In this article we argue that the shift towards the social investment state may lead to new social risks and new inequalities. Building upon Bonoli’s (2005) seminal article, we introduce the concept of ‘social investment risks’ to refer to these risks. In this article we explore and identify the development towards a social investment state in detail by focusing on different social policy trends in different welfare areas and by analyzing their impact on the individual level. We deconstruct the underlying assumptions of the social investment paradigm and reflect on the role of individual capabilities and social capital in the social investment state. We assess to what extent the distribution of these capabilities creates new social risks and new inequalities using examples from the Netherlands. Dealing with these new inequalities and new social risks may be considered new challenges for welfare states. Therefore, this article innovatively expands the borders of currentday welfare state research and explores the consequences of the social investment paradigm

Pick, play, produce : revisiting the concept of participation through a quantitative study of film consumption practices amongst youth in Flanders (Belgium)

This article proposes a framework that revisits the concept of participation through three non-mutually exclusive categories: pick, play and produce. Each category involves a different way of participating: through composing media consumption, to extending story worlds through existing materials and expanding media by creating content. In doing so, we question the emphasis on case studies that explore specific contemporary audience practices through the (online) traces left behind by audiences. These case studies are often set as exemplary for broader audience practices. Instead, we propose an approach that builds on the practices identified in these case studies, but starts from general audiences by surveying a representative sample of 1015 high school students aged 16 to 18 in Flanders (the northern Dutch-speaking region of Belgium). Each student completed a 94-question questionnaire in the first half of 2015, designed to measure contemporary film consumption. Our analysis confirms the need to further explore participation; when researching audience practices we find different patterns in participatory practices. A vast majority of audiences picks, about half of all audiences play and only a fifth participates through producing. Furthermore, audiences take part in different practices within and across categories. In short, participation is a multi-facetted concept

De rol van de overheid

Gesprek met als onderwerp: De rol van de overheid in de huidige verzorgingsstaa